Date of Award
1-1-1991
Document Type
Practicum
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Advisor
Victoria Dimidjian
Committee Member
Sharon J. Wheeler
Keywords
checklists, classroom environments, classroom implementation, classroom organization, evaluation, individualization, in-service sessions, instructional practices, lesson plans, optimal learning conditions, parent comments, physical space design, planning strategies, preschool special education, small group instruction, systematic planning, teacher feedback, teacher performance, unit topic approach, wholistic needs
Abstract
This practicum was designed to improve the ability of instructional practices in a preschool special education program. The major goal was to offer teachers strategies for systematic and consistent planning in order to produce optimal learning conditions in five preschool special education classtes. The objectives were to improve the classroom environments, to improve planning for small and large group interactions and to develop methods of individualizing to meet the wholistic needs of each child.
Practicum implementation included twelve weekly inservice sessions followed by twelve weeks of classroom implementation of techniques and materials that had been developed. Utilization of the unit topic approach was the primary tool in working toward the objectives. The units provided a framework for planning that included designing physical space, selecting activities for small and total group instruction and developing strategies for individualization. Evaluation was accomplished by using checklists developed by the writer for each objective. Other evaluation information was gained from teacher feedback, parent comments, and perusal of lesson plans.
The value of this practicum can be reported qualitatively by teacher performance and evidence of changes in classroom planning and organization. Analysis of the data revealed that classroom environments and planning/teaching strategies improved. The cooperative efforts of the participants produced positive changes in instructional practices in the preschool special education program.